Abstract:

Universities invest in undergraduate research experiences to cultivate future researchers, yet doctoral pathways in professionally oriented degrees such as Pharmacy often remain opaque to students. Building on our previous work with Pharmacy undergraduates, this follow-up study shifts the lens to those who are currently undertaking—or have completed—the PhD (or doctoral thesis) in the Department of Biochemistry and Physiology (Faculty of Pharmacy and Food Sciences, University of Barcelona). We asked which early experiences mattered most and what the doctorate ultimately deliversor costs. We analysed anonymised responses to multiple-choice questionnaires from current PhD students (n=17) and PhD graduates (n=4), and contextualised these findings with a complementary cohort of former students who completed the elective undergraduate research course “Supervised work” (SW; n=22). This course lasts one semester and introduces the students to the research work in an university department (to the work of one group research group of the university).

Across doctoral respondents, prior engagement with undergraduate research subjects was universal in PhD graduates, and PhD students most often framed these experiences as an entry point to “get to know the research world” (PhD students: 58.8% PhD graduates: 100%). For many PhD students, this early exposure was not merely informative but motivational, reinforcing their decision to pursue a PhD (70.6%). Scientific interest remained the strongest compass across stages: the research topic/area was the most frequent criterion when choosing both placement and thesis environment (≈71% of PhD students; 75% of PhD graduates).

Perceived outcomes evolved with seniority. PhD students most often anticipated improved employability (41.2%), whereas PhD graduates more frequently emphasised leadership and project-management capacity (50%). Importantly, the doctoral experience also carried substantial strain: mental health impacts were the most commonly reported negative influence among PhD students (41.2%), while PhD graduates most frequently highlighted insufficient financial support (75%). SW’s students responses echoed the pipeline role of early exposure (81.8% chose “knowing the research world” as their main driver) and showed that a notable subset later completed a PhD (27.3%).

Together, these results suggest that early, structured research experiences can act as gateways into doctoral pathways (performing a PhD), but sustaining participation requires institutional responses that address both financial conditions and wellbeing.

Keywords:

Pharmacy education, undergraduate research, doctoral pathways, motivation, wellbeing, employability.